Virginia SOL 7.CE.2.d
The Standard
Estimate and determine the percentage of a given whole number, including but not limited to the use of benchmark percentages.
Virginia Standards of Learning for Mathematics · The student will solve problems, including those in context, involving proportional relationships.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students find a requested percent of a whole-number amount and make a reasonable estimate. They use benchmark percents, decimals, fractions, or proportional reasoning to calculate and check the result.
What Mastery Looks Like
- A student selects a useful benchmark, such as 10%, 25%, or 50%, to make a sensible estimate. They calculate the exact amount and use the estimate to catch errors.
Common Misconceptions
- Students may multiply by 18 instead of 0.18, divide by the percent, or move the decimal incorrectly. Some choose an estimate that is too far from the exact percentage to check their work.
How to Assess It
- Exit ticket: Estimate 18% of 240 using a benchmark percent, then calculate the exact value and explain whether it is reasonable.
Lesson moves
Ways to Teach It
Give pairs 80 counters and cards labeled 10%, 25%, 50%, and 75%; students build each amount and write matching equations.
Ask, “Is 19% of 300 closer to 30 or 60?” Students defend an estimate, then calculate the exact amount in writing.
Play Percent Match: students draw a whole-number card and a percent card, estimate first, then earn a point for an accurate calculation.
Use a $64 restaurant bill; students estimate an 18% tip with 20%, calculate the exact tip, and compare the amounts.
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Printable 7.CE.2.d Worksheet
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Related Standards
- 8.CE.1.c
Estimate and solve contextual problems that require the computation of the percent increase or decrease.
- 4.CE.2.a
Determine and justify whether an estimate or an exact answer is appropriate when solving contextual problems involving multiplication and division of whole numb...
- 6.NS.1.a
Estimate and determine the percent represented by a given model (e.g., number line, picture, verbal description), including percents greater than 100% and less ...
- 6.NS.1.c
Represent and determine equivalencies among fractions (proper or improper) and mixed numbers that have denominators that are 12 or less or factors of 100 and pe...
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